Grade 6 Unit: 3 Week: 8 Content: ELA Dates: 1/14-1/18 Theme: How can a person’s life story have an impact on those around him or her?
Essential Questions:
Why do some people seem “larger than life”?
Why are people curious about the lives of others?
What are the four kinds of life stories?
Focus Standards:
RI.6.2 Provide a summary of the text distinct from personal opinions and judgments.
RI.6.4 Determine the meaning of words and phrases are they are used in a text, including figurative and connotative meanings.
RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
RI.6.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
RI.6.7 Integrate information presented in different media or formats (e.g. visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 complexity band proficiently, with scaffolding as needed at the high end of the range.
W.6.2 Write informative/explanatory texts to convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.6.4b Use Latin roots as clues to the meaning of a word.
Ongoing Standards:
SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
L.6.1e Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.
L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.6.3a Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.
L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
L.6.4a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position of function in a sentence) as a clue to the meaning of a word or phrase.
L.6.4b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
L.6.4d Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
L.6.5b Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
L.6.5c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
RI.6.9 Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).
Objectives
TLW define words as they are used in the context of a sentence.
TLW identify examples of similes and metaphors in a passage and discuss their effect.
TLW will summarize the events in a passage to demonstrate their understanding.
TLW will determine an author’s purpose for writing (to inform, to share, to entertain).
Assessment Product
Create a list of similes and metaphors found in “The Jacket.”
Compare a list of “confidence” terms with examples from “The Jacket.”
Create a description of something familiar as if it were appearing the first time.
Take notes on an informational article (“Skateboard Science”).
Key Questions
What makes a person confident?
How do I take notes?
How do similes and metaphors add to a text’s meaning?
How do I ensure a sentence is syntactically correct?
Observable Student Behaviors
Re-order lists of jumbled words and phrases in order to demonstrate command of syntax.
Keep a running list of similes and metaphors found in “The Jacket.”
Vocabulary
Author’s purpose Memoir Metaphor Simile Summary
Suggested Activities
Read “The Jacket” (HMU4, pages 500-504).
Before reading complete the “List It” activity on page 498. While reading, note the examples from the story that show the narrator lacks confidence.
Keep a running list of similes and metaphors found in the story.
Jumble the words from several sentences and have students re-order the words correctly (i.e., on my bedpost, of day-old guacamole, I discovered, the color, draped, a jacket [lines 10-11])
Write a personal narrative about a time when you lacked confidence.
Read “The First Skateboard in the History of the World” (HMU4, pages 510-515).
Students will analyze the author’s purpose for writing the selection by completing a chart similar to the one on page 509 of the text.
In small groups students will describe something familiar in terms of how it might have been perceived originally (i.e., “The first ___ in the history of the world.”).
Read “Skateboard Science” (HMU4, pages 519-522).
After demonstrating note-taking procedures, instruct the students to take notes on the passage.
In small groups students will create step-by-step instructions for performing a task (see HMU4, page 521).
Homework Students will complete assigned and independent readings. Terminology for Teachers
Lesson Plan in Word Format (Click Cancel if asked to Log In)
Grade 6 Unit: 3 Week: 8 Content: ELA Dates: 1/14-1/18
Theme: How can a person’s life story have an impact on those around him or her?
Essential Questions:
Focus Standards:
Ongoing Standards:
Objectives
Assessment
Product
- Create a list of similes and metaphors found in “The Jacket.”
- Compare a list of “confidence” terms with examples from “The Jacket.”
- Create a description of something familiar as if it were appearing the first time.
- Take notes on an informational article (“Skateboard Science”).
Key Questions- What makes a person confident?
- How do I take notes?
- How do similes and metaphors add to a text’s meaning?
- How do I ensure a sentence is syntactically correct?
Observable Student BehaviorsVocabulary
Memoir
Metaphor
Simile
Summary
Homework
Students will complete assigned and independent readings.
Terminology for Teachers
Lesson Plan in Word Format (Click Cancel if asked to Log In)
Resources
Professional Texts
Informational Texts
http://www.notablebiographies.com/news/Sh-Z/Soto-Gary.html
Art, Music, Media
http://zunal.com/webquest.php?w=13878
http://prezi.com/riqc9zq229hb/the-jacket-gary-soto/
Games
http://quizlet.com/3571854/the-jacket-by-gary-soto-flash-cards/
Videos
www.discoveryeducation.com
www.thinkcentral.com
Sight Words
SMART Board Lessons, Promethean Lessons
Other Activities
www.thinkcentral.com
https://sites.google.com/a/madison.k12.wi.us/english-1-ms-brown/short-story-unit/gary-soto-short-stories
http://my.ccsd.net/userdocs/documents/dcFQT236wc4gYg5.pdf
http://www.garysoto.com/
http://nmsgilmore.weebly.com/the-first-skateboard-in-the-history-of-the-world.html
http://nmsgilmore.weebly.com/uploads/2/2/7/5/2275624/06u04thefirstskateboard_tp.pdf
http://www.jimgoodrich.net/skateboardtimeline.htm
http://new.schoolnotes.com/files/Bazain/2666_001.pdf
Language
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Week 5
Week 6
Week 7
Week 8
6 Matrix
6 PAP Matrix
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Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Home K-2
Home 3-6
Home 6-8
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6